<p>This study experimentally investigates the effectiveness of worked example strategies for enhancing instructional efficiency and learner performance in programming instruction. Utilizing a pretest–posttest control group design, the research compares faded worked examples against traditional worked examples in a specifically developed web-based learning environment. Programming performances of students and perceived cognitive load levels were measured to assess the instructional efficiency of each approach. Results show that students working through faded worked examples significantly performed better on the algorithmic performance compared to students working through traditional worked examples. Although there was no significant difference found on the level of cognitive load between groups, faded worked examples were found to be a better approach in terms of instructional efficiency, calculated by combining performance with cognitive effort. These findings underline the value of gradually reducing instructional guidance through faded examples to effectively enhance learners’ programming competencies.</p>